SED 322 Signature Assignment

Kohler

Professional Portfolio
Resume:

Chaylee Kohler
530 N 101st Pl Mesa, AZ 85207
Phone: 480-285-9602 E-Mail: cbkohler@asu.edu

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Experience
Mary Lou Fulton Internships

09/2015-Present
th

Term 5: Kyrene del Pueblo Middle School 7 grade general science.

-Graded student papers, taught or assisted in lessons/labs, and worked with students in
small groups.
Term 6: Tempe High School 10th grade biology and 11th/12th grade biotechnology.
-Graded student papers, taught or assisted in lessons/labs, and worked with students in
small groups.
-Chaperoned a field trip of 55 students to the Phoenix Zoo.
Term 7: Not yet placed.
Colorguard Director in GUHSD

07/2014-Present

Independence High School: Marching band colorguard Instructor, and marching band
physical trainer.
Apollo High School: Marching band colorguard instructor, marching band physical trainer,
and winterguard director.
ASU Academic Success Programs

09/2013-04/2016

SI Leader: Biology 100, 151, and 340

-Prepared lesson plans and materials and used them to guide group study sessions of 1-80
students in all grades.
SI Mentor: Promoted during first year of program.
-Assisted in interviewing, training, and guiding SI Leaders in all subjects.
-Held meetings and professional development workshops as well as social outings.
-Assisted in administrative tasks for the program as well as data collection and analysis.
Starbucks

11/2015-Present

Tempe and Apache Junction: Barista.

-Greeted and served customers, tendered transactions at front register and drive-thru, hand
crafted beverages, prepared food items, and managed customer concerns.

SED 322 Signature Assignment

Kohler

Education
Arizona State University

08/2013-Present

Degree Program: Secondary Education: Biological Sciences

Degree Pursued: BAE Secondary ED: Biology
Term: 7 of 8, graduating May 2017
GPA: 3.1

Skills and Awards

Drum Corps International
Bluecoats Drum and Bugle Corps, Canton OH
2014: World Class Silver Medalist
2015: World Class Bronze Medalist
Academy Drum and Bugle Corps, Tempe AZ
- World Class Finalist

2014, 2015
2012

Vision Statement:
My goal for all of my biology students is that they will leave this class with the ability to think
critically and problem solve in real life situations. The work we will do in class and laboratory
experiments utilize these skills daily.
I believe that students learn best by exploring the content on their own and collaboratively.
There is very little traditional bookwork in my science classroom-instead students are
frequently working on puzzles or labs that interest and challenge them. Lectures are
uncommon but guidance is always given.
Students will frequently use computers, phones, and virtual lab equipment to support their
learning. Technology is a valuable resource in this modern age of learning as long as it is
used responsibly.
Regardless of the field that each student plans to pursue in school or in life, the skills
learned in my Biology classroom will help students be successful in all of their endeavors.

SED 322 Signature Assignment

Kohler

Example Communication Letters:

Administrator:
Apollo High School
8045 N 47th Ave
Glendale, AZ, 85302
Thursday, September 29, 2016
Principal Parsons,
Hello, my name is Chaylee Kohler and I am a recent ASU graduate of the Mary Lou Fulton Teachers
College. I have received my Bachelors of Arts of Education for Secondary Education Biology and my
dream is to become a teacher at Apollo.
I recently completed my semester long student teaching under Mrs. Jennifer Krumpos at Apollo and I fell
in love with the school. Mrs. Krumpos and many other teachers really took me under their wings and
supported me as a student teacher. In my time at Apollo I learned a great deal about curriculum and
course structure, classroom management, as well as inspiring learning. Mrs. Krumpos truly is an amazing
educator and I would be honored to work beside her in the science department, either in biology or the
new integrated science class.
Before I student taught at Apollo I was an intern with Mrs. Krumpos for the fall semester. I have also been
a colorguard coach in GUHSD for three years, the last two here at Apollo under the guidance of the band
director Gabe Lugo. I have learned a great deal in this position and have seen great successes with the
marching band and winterguard programs. I would love to be able to grow these programs even more as
an on campus teacher as well as a coach.
In summary, I would be honored to join the outstanding faculty here at Apollo in educating Glendale
students. I look forward to hearing from you soon and I will contact your office in seven days if I have not
received any correspondence.

SED 322 Signature Assignment

Kohler

Thank you for your time and consideration,

Sincerely,
Chaylee Kohler
Cbkohler@asu.edu
480-285-9602

Parents:
Dear Biology Parents,

Hello, my name is Chaylee Kohler and I am your childs biology teacher this year at
Apollo High School. Im writing to introduce myself and share some of my expectations and
objectives for the exciting school year ahead.
Im an Arizona State University graduate and Ive lived in the valley most of my life.
In addition to teaching biology, I also direct the marching band colorguard as well as the
winterguard. I love going to games and supporting my students how ever I can; high school
really can be a great experience for all.
This year we will cover a variety of topics all of which can be found in the syllabus.
We will use interactive notebooks, online resources, and hands-on lab activities to learn how
biology relates to our every day lives. My goal is that every student will leave my class as a
scientifically literate young adult.
If you have any questions of concerns about information on the syllabus, or the
course in general, please do not hesitate to email me at cbkohler@asu.edu. I look forward to
getting to know all of you as well as your young scientists.

Sincerely,
Ms. Chaylee Kohler

Parent of a Struggling Student:

Mrs. Smith,

SED 322 Signature Assignment

Kohler

Greetings, my name is Chaylee Kohler and I am your son Johnnys biology teacher at Apollo. I
am emailing to discuss Johnnys behavior in my class recently. While he is a bright student who performs
very well on his classwork, he has had some issues with another student in his lab group. When they are
working together, I hear Johnny calling this student names and degrading his efforts.
The school has a zero tolerance policy for bullying and when I discussed the issue with Johnny,
he didnt seem to understand the problem with his behavior. I have moved him to a new lab group but
Johnny still seems to find opportunities to make these remarks to the same student. Im hoping that you
and I can work together to find a solution that protects both students. If not, I will have to get the
administration involved.
Thank you for your time and concern regarding this issue, I look forward to hearing from you.

Sincerely,
Chaylee Kohler
Cbkohler@asu.edu

Example Syllabus:

BIOLOGY with Ms. Kohler

2017-2018
Course Overview: Lab biology is a required course for graduation, but this class has more to offer than a
mere science credit. In my class we will discuss science inquiry, and research relevant to our everyday
lives. Students will work with a variety of media, and materials to understand relevant biology topics and
develop critical thinking and problem solving skills.
My Information: Chaylee Kohler, reachable by phone at 480-285-9602 or by email at cbkohler@asu.edu.
You can find me in classroom 111, building 1. Please feel free to contact me with any questions or
concerns.
Major course components: Students will participate in discussions, research projects, web quests,
interactive notebooks, laboratory experiments, as well as other in class and homework assignments.
Required Materials: Students will need a bound composition notebook, glue sticks, colored pencils,
scissors, a calculator, and a positive attitude!
Expectations: Students are expected to be on time and prepared for class each and every day. Students
are expected to treat all faculty, staff, and students with respect. Students are expected to uphold all
school and classroom rules at all time. Students are also expected to sign and abide by the lab safety
agreement that will be given out during our lab safety unit, whenever applicable.
Behavior Consequences: During class students who break a school or classroom rule will be warned
and I will write their name on the board. This is the only warning a student will receive and I reserve the
right to skip this warning if a student is behaving violently or maliciously in class. If a student continues to
break any rules after their warning, they will receive a detention slip to fill out. The student must choose

SED 322 Signature Assignment

Kohler

one of the next 5 school days to serve a one-hour detention with me after school, as noted on the slip. If
the student misses their detention with me, they will receive a new slip, and serve a 2-hour detention
within the next 5 days. If the student misses the 2-hour detention, they will receive a 3 rd slip, and attend a
Saturday detention with a supervising teacher. Students who miss Saturday detention will report to the
principal for further disciplinary action.
Homework and Assignments: Students will receive 3-5 homework assignments a week. Each
assignment should take no more than 45 minutes to complete, most will be course work students chose
not to finish in class. Homework and other assignments not turned in by the due date will be penalized 5%
of their actual grade for each day the assignment is late up to 10 days. After the tenth day, students will
receive 50% of their actual grade as long as the assignment is turned in before quarterly grades are
posted.
Absences: Students who are absent can find missed work in the folders at the back of the room. Each
assignment will be dated with the original due date. Students are allotted 2 days (not school days, regular
days) for each day absent to complete any assignments they have missed. Any labs that are missed must
be scheduled for a make up during lunch or before/after school. Per school policy, students with more
than 11 absences will face disciplinary action from the administration.
School Policies: School dress code, electronics, and other policies will be enforced.
Tardies: Students must be in their seat with their bell work out when the final bell rings or may they may
be marked tardy. Three tardies are equivalent to one absence.
Grading System:
A: 90% - 100%
B: 80% - 89%
C: 70% - 79%
D: 60% - 69%
F: < 59%
All grades are cumulative and not rounded. Grade components are weighted as follows: Tests and
Quizzes 60%, Assignments 30%, Final 10%. There will be several opportunities for extra credit through
out the semester as well. Students and parents can view current grades on the synergy portal at any time.
Extra Help: I will be available a half hour before school, during first lunch, and an hour after school for
help each day. Students who require additional time beyond these hours will be referred to the SOAR
program in room 809.

Professional Growth Plan:

One Year of Professional Growth:

In my first year of teaching I plan to join two professional organizations, the Arizona
Educators Association, and the National Association of Science Teachers. I feel that
joining these organizations will be a great opportunity for me to network as a teacher,
and advocate for myself as well as my profession.
In my first year of teaching I also plan to begin taking classes toward my masters
degree at Grand Canyon University. They have excellent online Masters of Education
Programs that are highly discounted for teachers.
In terms of subject area growth, I will look to the NAST to find conferences and
events Im interested in, as well as attending the life science lecture series at ASU as

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Kohler

frequently as I can. I hope to grow in my subject area as much as my professional

career.
Five Years of Professional Growth:
After my first five years of teaching I plan to have earned my masters degree in a
teaching field, and begun a second masters in my content area. I hope to be able to
finance this degree by taking on ASU interns for class credit. I love this idea because I
believe working with new teachers will help me grow in my own teaching practice. At
this point in my career I also plan to attend many science education conferences as
well as science content area conferences.
Within my school I hope to move up into teaching honors or AP classes, or piloting
new science courses such as biotechnology, genetics, or science ethics.
I can only hope to be as accomplished of a teacher in five years, as my mentor has
become in her five years of teaching.
Appendix
Sample Lesson Plan:
Inquiry Lesson Plan Template
Mary Lou Fulton Teachers College at Arizona State University
Teachers: Chaylee Kohler

Title & Topic:

Mendelian Genetics

Grade Level:
9th grade

Standard:
Strand 4, Concept 2, Reproduction and Heredity: Understand the basic principles of
heredity.
Objective (Explicit & Measurable):

Students will be able to use punnett squares to answer medelian genetics problems.

Evidence of Mastery (Measurable Assessment: formative and summative):

Students will answer questions in their lab notebook throughout the activity as a formative
assessment.
Completed worksheets from the Making A Baby lab assignment, will serve as a summative
assessment for the day.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex):

SWBAT Determine the genotypes and phenotypes of organisms.

SWBAT Differentiate between heterozygotes and homozygotes.
SWBAT Utilize Punnett Squares to solve Mendelian genetics problems.
SWBAT Recognize traits/alleles that are inherited by offspring from
parents.

Lesson Summary and Justification: This lesson introduces students to basic genetic inheritance
concepts. A short presentation will be used to address previous knowledge about traits,
alleles, etc. The presentation will lead as a transition into the activity. The activity will have
students pair up and create an imaginary baby by flipping a coin to determine which
dichotomous traits are present. Students will record alleles and be expected to draw their
offspring. At the end of the class period, students will be encouraged to join in a discussion
regarding differences between their babies. The end discussion will also serve as an

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Kohler

introduction to concepts that will be presented in the next lesson.

The lab will allow students to see a basic overview of how Mendelian inheritance is involved
in creating offspring. Students will also see how Mendels laws of genetics work. The
activity will provide a real world connection to genetics.
Operational Vocabulary
Conceptual Vocabulary
Vocabulary needed for the experience, introduced
Vocabulary that will be developed as a result of
prior to when it is needed.
the experiences.
1. Genes: Unit of heredity inherited from
1. Alleles: Alternative form of a gene
parents
1. Dominant: Allele that always expressed
2. Offspring: Children, younger genration.
phenotypic trait
3. Mate: Partner for copulation.
3. Recessive: Allele that is expressed when
paired with identical allele
4. Genotype: Genetic makeup of organism
letters shown
5. Phenotype: What the organism looks like
physical traits
6. Heterozygote: Zygote with two different
alleles for a trait.
7. Homozygote: Zygote with two of the same
alleles for a trait.
Misconception: In order to complete the lesson, students should have a basic understanding
about genes, physical traits, and alleles. This lesson takes place after a full lesson
regarding Mendels history, genetics vocab, Punnett Squares, and inheritance. The
introductory presentation serves as a reminder to bring up student background
knowledge/experience.
Safety: General classroom rules apply, no special safety precautions are necessary.
Inquiry Questions: (testable in the here and now.)
1. Where do traits come from?
2. Why do children look like their parents?
3. How are genetic disorders accuquired?
Materials:
1. Lab Worksheets (1 per student)
2. 2 coins per group
3. Powerpoint presentation and projector
Engage - Start discussion by asking students where they believe that their traits (brown
eyes, straight hair, etc.) come from. Students will be encouraged to think at a large level
and at a more microscopic level. Presentation will be introduced to explain some of these
concepts to the students. Notes are short to provide more time for activity.
Teacher Will: Lead discussion regarding
Students Will: Join in the discussion with the
inheritance. Teacher will encourage students
teacher and classmates in a respectful and
to be critical of their views by asking them to
responsible manner.
explain method of thinking. Teacher will, then,
introduce presentation to demonstrate
inheritance of traits and basic concepts and
vocabulary.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Teacher will draw students into the discussion by randomly drawing names.
Explore - Making a baby lab
Students will be paired. Students will be provided with coins to flip and one lab worksheet
for each group. Students will be flipping coins to represent independent and random
assortment. Heads is dominant and Tails is recessive. Students will record results and draw
their resulting baby on the worksheet.

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Kohler

Teacher Will: Provide students with lab

worksheet and coins. Teacher will supervise
students as they progress through lab.
Teacher will ask questions to class as they
reach different concepts through the lab (i.e
sex determination, polygenic traits, etc.)

Students Will:
1. Find a partner in classroom
2. Decide who will be mom and who
will be dad
3. Wait for teacher to hand them coins
and assignment
4. Read instructions for worksheet
5. Begin lab
6. Record results with partner
Draw baby
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Student groups will be assigned by the teacher to help pair struggling learners with
students who can help them with the activity.
Explain Students will discuss baby with the rest of their classroom and try to identify
similar baby. Using the last traits on the worksheet, teacher will guide students into
discussion regarding codominance and polygenic traits.
Teacher Will:
Students Will:
Ask students how the last traits for their baby
Refer to their worksheet in order to
different from the rest of the traits. Teacher
participate in discussion. Students will
will provide brief introduction to co-dominance compare their offspring with the rest of
and polygenic traits.
their class.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Students will be encouraged to participate or be allowed to simply observe discussion
depending on special need. Students will not be graded based off of participation in
discussion.
Elaborate Students will be given an article on codominance in flowers and will work
together in groups to find evidence in the article of the concept and write their own
definitions for the term.
Teacher Will: Distribute the article and address
and terminology and vocabulary that may
hinder the students understanding of the
concept.

Students Will: Read through the article in

small groups and annotate it as they go.
They will discuss information from the
article that theyll use to write a definition
for the term co-dominance.
Best Teaching Practice Strategy/Differentiation and Teacher Notes
Students are grouped strategically so that they can feel comfortable in who they are
working with. Students with reading/writing disabilities will be given the article the night
prior so that they have to opportunity to pre-read it.
Evaluate Students will answer questions in their lab notebook throughout the activity as a
formative assessment. Completed worksheets from the Making A Baby lab assignment,
will serve as a summative assessment for the day.
Teacher Will: Give students a small instruction Students Will: Answer the questions, however
card with the evalution questions for the
they choose, in their science notebooks
them to glue into their notebooks.
before next class.
Closure: Students will complete an exist ticket answering the question How can scientists
use mendelian genetics to make the world a better place?.
References Used:
http://www.biologyjunction.com/baby_lab.pdf